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The role of parents in the development of adolescents' emotional intelligenceWootton, Carol-Anne 06 1900 (has links)
This research was undertaken to analyse and evaluate the nature and quality of the
role of parents in terms of the development of emotional intelligence in their
adolescents. The results of this study indicate that emotional intelligence does appear
to be higher in adolescents who have been exposed to a caregiver whose
predominant style of parenting is that of an emotion coach. Parenting style therefore,
appears to be related to a nurturant interaction with open communication and
empathy. The adolescents who displayed less of the characteristics of emotional
intelligence and experienced a low self-concept, perceived their primary caregivers as
less empathetic, as communicating their emotions less effectively and as less able to
put strategies into place to deal with their emotions. The researcher recognised
limitations of the research and made recommendations on ways in which parents and
adolescents can create more suitable environments for the development of emotional
intelligence. / Psychology of Education / M. Ed. (Guidance and Counselling)
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The role of parents in the development of adolescents' emotional intelligenceWootton, Carol-Anne 06 1900 (has links)
This research was undertaken to analyse and evaluate the nature and quality of the
role of parents in terms of the development of emotional intelligence in their
adolescents. The results of this study indicate that emotional intelligence does appear
to be higher in adolescents who have been exposed to a caregiver whose
predominant style of parenting is that of an emotion coach. Parenting style therefore,
appears to be related to a nurturant interaction with open communication and
empathy. The adolescents who displayed less of the characteristics of emotional
intelligence and experienced a low self-concept, perceived their primary caregivers as
less empathetic, as communicating their emotions less effectively and as less able to
put strategies into place to deal with their emotions. The researcher recognised
limitations of the research and made recommendations on ways in which parents and
adolescents can create more suitable environments for the development of emotional
intelligence. / Psychology of Education / M. Ed. (Guidance and Counselling)
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Dialogisk undervisning inom matematik : En fallstudie kring hur dialogisk undervisning framträder på låg-, mellan- respektive högstadiet / Dialogic Teaching in MathsBazzazi, Sogol January 2021 (has links)
På grund av mångfalden i dagens svenska skolor kan inte alltid traditionellt arbetssätt i matematikundervisning främja elever att utveckla sina förmågor såsom analys- och resonemangsförmåga. Läroboksstyrda lektioner ger inte elever möjligheter att komma till tals, lyssna på andras resonemang, tänka kritiskt och analysera andras tankesätt. Därför som matematiklärare blir det intressant att undersöka hur lärarna på alla stadier (låg-, mellan- respektive högstadiet) använder sig av dialogisk undervisning och vilken form av dialogisk undervisning som dominerar i respektive stadie. Därför genomfördes en fallstudie av dialogisk undervisning inom ramen för detta självständiga arbete. Datainsamlinggenomfördes genom observation samt ljudinspelning, i en lågstadie-, i en mellanstadie- och i en högstadieklass, sammanlagt nio lektioner. För att kunna analysera data har Robin Alexanders välkända ramverk för dialogisk undervisning använts (presenterat bl.a. i artikeln Developing dialogic teaching, 2018). I ramverket kategoriseras undervisningen utifrån repertoarer och principer som belyser olika aspekter av dialoger i klassrummet. Fallstudien visade att lektioner präglade av dialog förekom mest på låg- och mellanstadiet och i mindre utsträckning på högstadiet. Lärarnas främsta teaching talk bestod av recitation (initiera-respons-feedback) men kompletterat med hur och varför i hög grad i låg- och mellanstadielektioner med syfte att föra samtalet vidare vilket i sin tur möjliggjorde för att eleverna att komma till tals för att förklara och motivera sitt tänkande till skillnad från på högstadielektionerna där elevernas främsta learning talk bestod av korta svar. / Due to the diversity in today's Swedish schools, traditional methods in mathematics teaching can’t always promote students to develop their abilities such as analytical and reasoning skills. Textbook-guided lessons don’t give students opportunities to speak, listen to others thoughts, think critically and analyze the thinking of others. Therefore, as a mathematics teacher, it will be interesting to investigate how teachers at all stages (primary, intermediate, and upper-secondary) use dialogic teaching and which form of dialogic teaching dominates in each stage. Therefore, a case study of dialogic teaching was conducted within the framework of this independent work. Data collection was carried out through observation and sound recording, in an elementary school, in an intermediate school and in a high school class, a total of nine lessons. In order to be able to analyze data, Robin Alexander's well-known framework for dialogic teaching has been used (presented in the article Developing dialogic teaching, 2018). The framework categorizes teaching on the basis of repertoires and principles that illuminate various aspects of dialogues in the classroom. The case study showed that lessons characterized by dialogue occurred mostly in primary and middle school and to a lesser extent in high school. The teachers' main teaching talk consisted of recitation (initiate-response-feedback) but supplemented with how and why to a large extent in the primary and intermediate stage with the aim of passing on the conversation, which in turn made it possible for the students to speak to explain and motivate their thinking unlike in high school where the students' main learning talk consisted of short answers.
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